active and experiential learning in higher education: evaluations from sport, outdoor and spa -...
DESCRIPTION
Presentation at HEA-funded workshop 'Active and experiential learning in higher education: evaluations from sport, outdoor and spa'. This workshop provided insight into the application of active and experiential learning in Sport, Outdoor and Spa education. Delegates heard reflections from academics and students engaged in experiential learning and experience first-hand an active or experiential learning session in their chosen discipline. This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1lvFf6g For further details of the HEA's work on active and experiential learning: http://bit.ly/17NwgKXTRANSCRIPT
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Welcome to the University of Derby Buxton
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Active and Experiential Learning in Higher Education: Evaluations from Sport, Outdoor and Spa
Programme for the day: (In room DO/G17, unless stated otherwise)
10.00am - 10.20am - Welcome and introduction 10.20am - 10.50am - Discussion and examples of experiential learning from
the University’s experiential learning leads and students 10.50am - 11.00am - Questions 11.00am - 11.15am - Refreshment break 11.15am - 1.00pm Activity : Spa – DO/116a
Sport – DO/111a
Outdoor –DO/G17 1.00pm - 2.00pm – Lunch 2.00pm - 3.00pm – Collaborative session 3.00pm - 3.30pm – Plenary and refreshments
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Drivers for Experiential Learning
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Employability Credibility
Sustainability
Active and Experiential Learning
The recent White Paper which put ‘students at the heart of system’ purported, good students should not be simply consumers of other people’s knowledge (BIS 2011), harmonising with the current direction of higher education, the emphasis in experiential learning theory is on learners as active participants in learning.
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Active and Experiential Learning Definitions
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‘Exploiting and enhancing the energy in people and drawing them into a positive spiral which engenders deep level learning’. (Laevers 2005:9)
‘A sense making process involving significant experiences that, to varying degrees, act as the source of learning.’ (Beard 2010:17)
‘The process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience’. (Kolb,1984: 41)
Challenges
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Dichotomy of delivering
process driven learning in an
outcome driven curriculum
Ensuring quality of ‘Real
World Learning’
environments
Scalability
University of Derby, Buxton’s Approach
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The UK Home of Real World Learning
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Active Learning
Visiting Professors
Module Handbooks
Guest Speakers
Professional Development
Planning
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Learning Laboratories
Commercial Environments
Module Handbooks
Employability Portal
Integrated Projects
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Work-based Learning
Placements
Integrated Projects
Commercial Environments
Learning Laboratories
Experiences and reflections from staff and students…..
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International Spa Management
Elemis Angels
This experience was a great opportunity to get involved in, the spa was changing their main product line from Espa to Elemis and it was our job to fill in the therapist positions, while the permanent staff were in training. This opportunity was very worthwhile; it was a great experience and addition to our CV. We have been able to work alongside the manager and Elemis staff and gained very good references as a result.
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Rooms for the active sessions:
Spa – DO/116a
Sport – DO/111a
Outdoor –DO/G17
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Collaborative discussions:
In your groups, please discuss the following points in relation to experiential learning:
DriversBarriers Opportunities for inclusion in your curriculum
Record your main points on flipchart for feedback and discussion
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References:
BIS (2011) Higher Education: Students at the Heart of the System Department for Business Innovation & Skills
Beard, C. (2010) The Experiential Learning Toolkit: Blending Practice with Concepts Kogan Page, London
Kolb, D. A. (1984) Experiential learning: Experience as the source of learning development. Englewood Cliffs: Prentice-Hall.
Laevers, F. (1994) Defining and assessing quality in early childhood education. Studia Paedagogica. Leuven, Leuven University Press
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